Measures Of Self-regulation Research Articles

You Can't Compare If You Don't Prepare: Differential Item Functioning In Measures of Grit, STEM Self-Regulation, and Motivation

Researchers developing questionnaire measures of personality, motivation, and self-regulation constructs related to students’ achievement and persistence in STEM or other fields rarely have examined whether the items on the measures used are functioning differently across groups, which is necessary for accurate group comparison. The present study assessed differential item functioning (DIF) in two frequently-used measures of such constructs, the Grit-S, the Motivated Strategies for Learning Questionnaire (MSLQ), and a new measure of long-term grit, using a sample of 1,146 ninth and tenth-grade students in the U.S.A. We also assessed gender and racial differences in the patterns of the relationships among the latent constructs, something rarely reported in the literature. Differences in such patterns indicate that the concurrent validity of the construct scores could vary across different groups. Results indicated that numerous items exhibited gender DIF on the Grit-S but not on the MSLQ or long-term grit measure. There were fewer DIF items across racial groups. Patterns of relations among the variables, in general, were weaker for females than males. There were fewer racial groups differences in the patterns of correlations. We discuss the implications of the DIF findings for future research on group comparisons.

Relationship Self-Regulation and Dyadic Coping in Married Women: Role of Demographic Factors

The present study attempted to investigate the predicting influence of relationship self-regulation in dyadic coping among married women. In addition, role of demographic factors such as education, employment status of married women, and family system were also determined in relation to study variables. The sample comprised of 300 married women with age ranging from 22 to 38 years (Mean age = 28.77) with at least two years of marital duration. Measures of Behavioral Self-Regulation for Effective Relationships Scale (Wilson, Charker, Lizzio, Halford, & Kimlin, 2005) and Dyadic Coping Inventory (Bodenmann, 2008) were used to assess the study variables. Findings showed that relationship self-regulation positively predicted better dyadic coping. Results of multivariate analysis inferred that working married women being highly educated and living in nuclear setup reported better relationship self-regulation and dyadic coping. However, nonsignificant differences were found in relation to spousal education and duration of marriage. Implications for future research and practical intervention strategies for couple therapists and educators were also discussed.

Momentary Influences on Self-Regulation in Two Populations With Health Risk Behaviors: Adults Who Smoke and Adults Who Are Overweight and Have Binge-Eating Disorder.

IntroductionSelf-regulation has been implicated in health risk behaviors and is a target of many health behavior interventions. Despite most prior research focusing on self-regulation as an individual-level trait, we hypothesize that self-regulation is a time-varying mechanism of health and risk behavior that may be influenced by momentary contexts to a substantial degree. Because most health behaviors (e.g., eating, drinking, smoking) occur in the context of everyday activities, digital technologies may help us better understand and influence these behaviors in real time. Using a momentary self-regulation measure, the current study (which was part of a larger multi-year research project on the science of behavior change) used ecological momentary assessment (EMA) to assess if self-regulation can be engaged and manipulated on a momentary basis in naturalistic, non-laboratory settings.MethodsThis one-arm, open-label exploratory study prospectively collected momentary data for 14 days from 104 participants who smoked regularly and 81 participants who were overweight and had binge-eating disorder. Four times per day, participants were queried about momentary self-regulation, emotional state, and social and environmental context; recent smoking and exposure to smoking cues (smoking sample only); and recent eating, binge eating, and exposure to binge-eating cues (binge-eating sample only). This study used a novel, momentary self-regulation measure comprised of four subscales: momentary perseverance, momentary sensation seeking, momentary self-judgment, and momentary mindfulness. Participants were also instructed to engage with Laddr, a mobile application that provides evidence-based health behavior change tools via an integrated platform. The association between momentary context and momentary self-regulation was explored via mixed-effects models. Exploratory assessments of whether recent Laddr use (defined as use within 12 h of momentary responses) modified the association between momentary context and momentary self-regulation were performed via mixed-effects models.ResultsParticipants (mean age 35.2; 78% female) in the smoking and binge-eating samples contributed a total of 3,233 and 3,481 momentary questionnaires, respectively. Momentary self-regulation subscales were associated with several momentary contexts, in the combined as well as smoking and binge-eating samples. For example, in the combined sample momentary perseverance was associated with location, positively associated with positive affect, and negatively associated with negative affect, stress, and tiredness. In the smoking sample, momentary perseverance was positively associated with momentary difficulty in accessing cigarettes, caffeine intake, and momentary restraint in smoking, and negatively associated with temptation and urge to smoke. In the binge-eating sample, momentary perseverance was positively associated with difficulty in accessing food and restraint in eating, and negatively associated with urge to binge eat. While recent Laddr use was not associated directly with momentary self-regulation subscales, it did modify several of the contextual associations, including challenging contexts.ConclusionsOverall, this study provides preliminary evidence that momentary self-regulation may vary in response to differing momentary contexts in samples from two exemplar populations with risk behaviors. In addition, the Laddr application may modify some of these relationships. These findings demonstrate the possibility of measuring momentary self-regulation in a trans-diagnostic way and assessing the effects of momentary, mobile interventions in context. Health behavior change interventions may consider measuring and targeting momentary self-regulation in addition to trait-level self-regulation to better understand and improve health risk behaviors. This work will be used to inform a later stage of research focused on assessing the transdiagnostic mediating effect of momentary self-regulation on medical regimen adherence and health outcomes.Clinical Trial RegistrationClinicalTrials.gov, Identifier: NCT03352713.

Inner speech does not represent an epiphenomenon: Commentary on Verhaeghen & Mirabito (2021)

Using correlations and hierarchical regression analysis, Verhaeghen and Mirabito (2021) found that while self-awareness was associated with self-regulation, inner speech was not, suggesting that the latter does not play a causal role in either self-awareness nor self-regulation. This motivated the authors to claim that “inner speech is easiest understood as an epiphenomenon” (p. 8). In this Commentary, I suggest that the authors conceptualized and measured inner speech, self-regulation, and self-awareness in inappropriate ways. The two measures chosen to assess inner speech either do not relate to self-regulation (VISQ) or self-awareness (SVQ). Self-awareness was measured using composites of various scales assessing mindfulness (which represents a related, yet different construct) which contains multiple items not representative of a typical self-awareness process. The self-regulation measure was also produced using various subscales assessing self-preoccupation and self-compassion—two self-processes very loosely associated with the target construct. Different results would have been obtained if the authors had used established measures. Their results contradict what has been consistently reported in the literature and do not cast doubt on the recognized fact that inner speech plays a significant, and often causal, role in self-awareness and self-regulation.

Self-regulation all bass-ackwards: Similarities and differences in component structure in community and forensic psychiatric populations.

Self-regulation is a multifaceted construct that is defined as the ability to change thoughts, emotions, and behavior to achieve a desired state or effect. Despite its relevance for forensic psychology and other fields within psychology, its complexity and varied operationalization make it difficult to compare and draw conclusions from research. The present study aimed to elucidate the construct of self-regulation by applying a Bass-Ackwards component analysis to multiple scales of self-regulatory components in both a general population sample of males (n = 200) and females (n = 118) and in a forensic psychiatric sample (n = 94). Results indicated that although there are some differences between the component structure in each group, three general components of self-regulation emerged, capturing emotion regulation, risk behavior, and cognitive regulation. This suggests that although sample-specific measures might be useful, any comprehensive measure of self-regulation should contain elements of each of these three domains. This study contributes to clinical practice by emphasizing that interventions aimed at increasing self-regulation should focus on emotion regulation, risk behavior, and cognitive regulation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Does Taekwondo improve children's self-regulation? If so, how? A randomized field experiment.

Emerging evidence suggests interventions can improve childhood self-regulation. One intervention approach that has shown promise is Taekwondo martial arts instruction, though little is known about its acceptability among stakeholders or its mechanisms of effect. We extend evidence on Taekwondo interventions in three ways: (a) testing the efficacy of a standard introductory course of Taekwondo, (b) assessing the acceptability of Taekwondo instruction among school children, and (c) investigating two self-regulatory mechanisms by which Taekwondo may operate (executive functions and motivation). This article reports findings from a randomized control trial implementing a standard 11-week beginners' course of Taekwondo. Participants were from a mixed-sex, nonselective U.K. primary school (N = 240, age range 7 to 11 years). Measures of self-regulation included teacher-rated effortful control, impulsivity, prosocial behavior, and conduct problems; computer-based assessments of executive functions; and child self-reported expectancies and values to use self-regulation. Postintervention, children in the Taekwondo condition were rated by teachers as having fewer symptoms of conduct problems and better effortful control (specifically attentional control), and they also had better executive attention assessed by a flanker task. Effects were not found for teacher-rated inhibitory control, activation control, impulsivity, and prosocial behavior or for assessments of response inhibition, verbal working memory, and switching. Taekwondo was rated very positively by children. Finally, there was evidence that children who completed Taekwondo classes reported higher expectancies and values to use self-regulation and that expectancies and values mediated intervention effects on self-regulation. We conclude that short standard Taekwondo courses are well received by pupils, improve attentional self-regulation, and reduce symptoms of conduct problems. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective.

Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children’s SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.

Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments

ABSTRACT During imaginative play, children may learn foundational skills important for academic success. Indeed, imaginative children, high in fantasy orientation (FO), may have advantages in skills that support positive classroom and social behavior. Yet findings are mixed regarding the classroom behavior of children high in fantasy orientation. The purpose of the current study was to examine the cognitive and social skills of children who typically engage in imaginative play in comparison to their peers in classroom contexts across multiple informants: child, teacher, and classroom observers. Ninety preschoolers and their teachers completed measures of fantasy orientation (FO), self-regulation, emotion knowledge, vocabulary, and social competence. Further, observers reported on children’s classroom behaviors. Research Findings: Cluster analyses revealed children with higher scores on direct assessments of executive functioning, emotion knowledge, and vocabulary had higher FO. Additionally, children whose teachers reported them as socially competent had higher FO. Finally, children who were rated by classroom observers as high in emotive social play, peer conversation, and physical activity had higher FO. Thus, across multiple informants, children high in FO and imaginative play exhibited higher cognitive and social skills in the classroom. Practice or Policy: These findings suggest that children high in FO may have benefits in skills that are related to positive academic skills in comparison to peers. Curricula should continue to examine the utility of imaginative play as a context to support cognitive and socioemotional development.

Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence.

Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise self-regulation or if they are distinct. In this study, using a bifactor model, we tested the shared and unique variance among self-regulation constructs and prediction to pre-academic and social-emotional skills. The sample included 932 preschool children (Mage = 48 months, SD = 6.55; 49% female), their parents, and their teachers in the United States. Children’s self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children’s pre-academic (i.e., mathematics and literacy) and social-emotional skills. The emotion regulation factor predicted children’s social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children’s regulatory skills as well as their success in school.

Conceptualizing and Measuring Appetite Self-Regulation Phenotypes and Trajectories in Childhood: A Review of Person-Centered Strategies.

This review uses person-centered research and data analysis strategies to discuss the conceptualization and measurement of appetite self-regulation (ASR) phenotypes and trajectories in childhood (from infancy to about ages 6 or 7 years). Research that is person-centered provides strategies that increase the possibilities for investigating ASR phenotypes. We first examine the utility of examining underlying phenotypes using latent profile/class analysis drawing on cross-sectional data. The use of trajectory analysis to investigate developmental change is then discussed, with attention to phenotypes using trajectories of individual behaviors as well as phenotypes based on multi-trajectory modeling. Data analysis strategies and measurement approaches from recent examples of these person-centered approaches to the conceptualization and investigation of appetite self-regulation and its development in childhood are examined. Where relevant, examples from older children as well as developmental, clinical and educational psychology are drawn on to discuss when and how person-centered approaches can be used. We argue that there is scope to incorporate recent advances in biological and psychoneurological knowledge about appetite self-regulation as well as fundamental processes in the development of general self-regulation to enhance the examination of phenotypes and their trajectories across childhood (and beyond). The discussion and conclusion suggest directions for future research and highlight the potential of person-centered approaches to progress knowledge about the development of appetite self-regulation in childhood.

Classroom-level peer self-regulation as a predictor of individual self-regulatory and social-emotional development in Brazil

Peers' skills matter for students' development in classroom contexts. Using a sample of 2950 students in 173 classrooms in public primary schools in Rio de Janeiro, Brazil, the present study sought to validate an observational measure of classroom-level peer self-regulation and then used this measure to predict individual students' gains in cognitive regulation and social-emotional skills over an academic year. The classroom-level measure of peer self-regulation showed high levels of internal reliability and predictive validity. Specifically, higher levels of baseline peer self-regulation were associated with greater gains in individual students' performance on cognitive regulation and emotion knowledge tasks. These associations largely did not depend on students' baseline skills. This paper introduces a novel approach for measuring peer self-regulation at the classroom level, contributes to the literature on peer effects, and also expands the literature on students' social-emotional development in diverse global contexts.

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children.

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.

Adherence to 24-h movement behavior guidelines and psychosocial functioning in young children: a longitudinal analysis

BackgroundA recent paradigm shift has highlighted the importance of considering how sleep, physical activity and sedentary behaviour work together to influence health, rather than examining each behaviour individually. We aimed to determine how adherence to 24-h movement behavior guidelines from infancy to the preschool years influences mental health and self-regulation at 5 years of age.MethodsTwenty-four hour movement behaviors were measured by 7-day actigraphy (physical activity, sleep) or questionnaires (screen time) in 528 children at 1, 2, 3.5, and 5 years of age and compared to mental health (anxiety, depression), adaptive skills (resilience), self-regulation (attentional problems, hyperactivity, emotional self-control, executive functioning), and inhibitory control (Statue, Head-Toes-Knees-Shoulders task) outcomes at 5 years of age. Adjusted standardised mean differences (95% CI) were determined between those who did and did not achieve guidelines at each age.ResultsChildren who met physical activity guidelines at 1 year of age (38.7%) had lower depression (mean difference [MD]: -0.28; 95% CI: -0.51, -0.06) and anxiety (MD: -0.23; 95% CI: -0.47, 0.00) scores than those who did not. At the same age, sleeping for 11–14 h or having consistent wake and sleep times was associated with lower anxiety (MD: -0.34; 95% CI: -0.66, -0.02) and higher resilience (MD: 0.35; 95% CI: 0.03, 0.68) scores respectively. No significant relationships were observed at any other age or for any measure of self-regulation. Children who consistently met screen time guidelines had lower anxiety (MD: -0.43; 95% CI: -0.68, -0.18) and depression (MD: -0.36; 95% CI: -0.62, -0.09) scores at 5. However, few significant relationships were observed for adherence to all three guidelines; anxiety scores were lower (MD: -0.42; 95% CI: -0.72, -0.12) in the 20.2% who adhered at 1 year of age, and depression scores were lower (MD: -0.25; 95% CI: -0.48, -0.02) in the 36.7% who adhered at 5 years of age compared with children who did not meet all three guidelines.ConclusionsAlthough adherence to some individual movement guidelines at certain ages throughout early childhood was associated with improved mental health and wellbeing at 5 years of age, particularly reduced anxiety and depression scores, there was little consistency in these relationships. Future work should consider a compositional approach to 24-h time use and how it may influence mental wellbeing.Trial registrationClinicalTrials.gov number NCT00892983

Maternal Attentional Control Moderates the Association Between Increased Depression and Controlling Feeding Practices During the COVID-19 Pandemic.

Parental distress is associated with less healthful child feeding practices. In this preliminary study, we examined how changes in distress from before to during the COVID-19 pandemic were associated with similar changes in feeding practices in a sample of mothers of preschool-aged children. In addition, we examined how pre-pandemic laboratory measures of maternal self-regulation moderated this association. A total of 36 mothers from an ongoing study on parent and child self-regulation completed surveys assessing parental distress (i.e., maternal depression, parenting stress) and child feeding practices during pandemic-related stay-at-home orders in May-June 2020. These mothers had completed the same measures approximately 2 years earlier, along with laboratory assessments of inhibitory and attentional control. Pre-pandemic laboratory measures of attentional control significantly moderated the association between increased maternal depression and use of controlling feeding practices, such that mothers with better attentional, but not inhibitory, control scores did not show an effect of increased depression on feeding practices. These results provide preliminary evidence that acute increases in parental distress associated with "stay-at-home" orders affect feeding practices, specifically for mothers with lower levels of attentional control abilities.

Fighting Hypertension In The Digital Age - A Lifestyle Intervention To Promote Physical Activity

PURPOSE: Although activity trackers are widely utilized, little is known about the effectiveness of activity trackers alone or combined with additional behavior change strategies to promote healthy lifestyles in individuals with pre-hypertension or hypertension. The purpose of the study was to determine the effectiveness of wearable activity trackers alone or in combination with behavior change strategies for promoting physical activity (PA) among individuals with pre-hypertension or hypertension. METHODS: A sample of 44 adults with pre-hypertension or hypertension (68% female) were randomized to receive either a Fitbit Charge HR 3 alone (FB) or the Fitbit in combination with behavior change strategies delivered by a trained health coach (FB+) for 12 weeks. Activity behaviors were assessed using ActiGraph wGT3X-BT, and psychological measures of social support, self-efficacy, self-regulation, and self-motivation were assessed using validated questionnaires. Compliance of wear time and daily activity data were tracked by Fitbit. The within-group and between-group effect size of Cohen’s d for change scores were calculated in the PA outcomes and psychological measures. The effect of the intervention on change in PA was tested with multiple linear regression controlling for demographic variables. RESULTS: Participants in FB+ had higher adherence with an average of 70.4 valid days (at least 10 h/day) out of 84 days in total compared to FB (65.0 days). The FB+ group showed significant increases in daily steps (+1854 steps/day, p < .01), moderate and vigorous physical activity (MVPA; +26 mins/day, p < .05), and decreases in sedentary time (-63 mins/day, p < .01). A similar pattern was found in participants from the FB but with smaller change from baseline to post-intervention (steps: +764/day, p < .1; MVPA: +10 mins/day, p < .05; sedentary time: -89 mins/day, p < .01). Participants from FB+ had significantly greater increases in MVPA/day compared to FB only group with a between-group effect size of 0.6 (p < .05). CONCLUSIONS: The study indicated that the usage of Fitbit for self-monitoring is effective in increasing PA and reducing sedentary time among pre-hypertensive and hypertensive participants. Additional behavior change support amplified the intervention effectiveness for promoting MVPA.

Mediators of relations of obesity treatment-associated changes in mood and weight: extending cross-sectional research.

Significant cross-sectional associations between mood and weight have been made in women; however, data on associated longitudinal effects and their psychological and behavioral mechanisms are required to inform obesity treatments that mostly have limited success beyond the very short term. Women participating in behavioral obesity treatments were assessed on psychological and behavioral measures, and weight change over 12 months. A treatment focused on physical activity and self-regulation (n = 67) had significantly better improvements than a treatment centered around weight-loss education (n = 64) on measures of mood (overall mood, depression, anxiety), self-regulation, emotional eating, eating behaviors, physical activity, and weight in women with obesity. Incorporating a lagged variable design, 12-month weight loss was significantly predicted (separately) by changes in overall negative mood, depression, and anxiety. When changes in measures of self-regulation, emotional eating, and eating behaviors were sequentially entered as mediators, mood change-weight change relationships were rendered non-significant. Significant mediation paths were: mood change→self-regulation change→weight change, and mood change→self-regulation change→eating behavior change→weight change. They were unaffected by the treatment group. Findings contributed to both theory and obesity intervention architectures via a design sensitive to the dynamic psychological and behavioral changes occurring within weight-loss processes.

Baseline associations between biomarkers, cognitive function, and self-regulation indices in the Cognitive and Self-regulatory Mechanisms of Obesity Study.

ObjectiveUnderstanding how biological, cognitive, and self‐regulatory factors are related to obesity, and weight regulation is clearly needed to optimize obesity prevention and treatment. The objective of this investigation was to understand how baseline biological, cognitive, and self‐regulatory factors are related to adiposity at the initiation of a behavioral weight loss intervention among treatment‐seeking adults with overweight/obesity.MethodsParticipants (N = 107) in the Cognitive and Self‐regulatory Mechanisms of Obesity Study (Identifier‐NCT02786238) completed a baseline assessment with anthropometric, cardiometabolic, inflammatory, cognitive function, and self‐regulation measures as part of a larger on‐going trial. Data were analyzed with linear regression.ResultsAt baseline, body mass index, body fat percentage, and waist circumference (WC) were positively associated with fasting insulin and insulin resistance. Higher WC was related to higher fasting glucose and hemoglobin A1c (HbA1c). Higher glucose and insulin resistance levels were related to lower list sorting working memory. Higher glucose and HbA1c levels were negatively associated with reading scores. Cognitive function and self‐regulation indices were unrelated.ConclusionsIn adults with overweight/obesity entering a weight loss treatment study: (1) elevated WC and associated glycemic impairment were negatively associated with cognition, (2) poorer executive function and reading abilities were associated with poorer glycemic control, and (3) objectively measured cognitive functions were unrelated to self‐reported/behavioral measures of self‐regulation. Such findings increase understanding of the relationships between adiposity, biomarkers, cognition, and self‐regulation at treatment initiation and may ultimately inform barriers to successful obesity treatment response.

Self-regulation as promotive for academic achievement in young children across risk contexts

The link between self-regulation and academic achievement in young children is well-documented. However, few studies have examined the extent to which different aspects of self-regulation are more important for early numeracy and literacy for those in contexts of high cumulative risk, such as children experiencing homelessness. In the current study, 116 children ages 4;0–7;1 years (58 residing in an emergency homeless shelter and 58 from a community participant pool) completed assessments of math and reading, as well as multiple measures of self-regulation: executive function (EF), emotion regulation (ER), and respiratory sinus arrhythmia (RSA). Parents completed a questionnaire about their children’s behavioral regulation. We examined whether sample (i.e., shelter or community) moderated the association between each aspect of self-regulation and academic outcomes. Results showed a main effect of EF skills on early numeracy, and this relation did not differ across samples. Intervention efforts to promote academic competencies might specifically target EF in those who struggle with early EF skills regardless of risk context.

Self-regulation task in young school age children born preterm: Correlation with early academic achievement

BackgroundChildren born preterm are at risk for difficulties in executive function (EF), however there are limited tools to assess EF in young children and it is not fully understood how these early deficits are related to emerging academic skills. AimsTo examine (a) early EF differences in young children born preterm, (b) how a measure of behavioral self-regulation correlates with other measures of EF in children born preterm, and (c) how this measure relates to academic outcomes in children born preterm. Study designLongitudinal cohort study. SubjectsThirty-three healthy children born preterm (25–32 weeks gestation) and 14 children born full term were assessed before starting kindergarten at age 5 and again at ages 6 and 7 years. Outcome measuresEach assessment included a measure of behavioral self-regulation, the Head Toes Knees Shoulders task (HTKS), performance-based measures of EF, parent rating scales of EF and behavior problems, a measure of motor ability, and academic measures. ResultsChildren born preterm performed worse on all measures of self-regulation, EF, parent-report, academic outcomes, and motor ability across time. The HTKS had weak to moderate correlations with parent-report and performance-based measures of EF, moderate to strong correlations with academic performance, and was not correlated with motor ability. ConclusionThis study shows the predictive value of early EF measures on functional academic outcomes and their potential as targets of effective interventions in this high-risk population.

Delay of Gratification Predicts Eating in the Absence of Hunger in Preschool-Aged Children.

Poor ability to regulate one's own food intake based on hunger cues may encourage children to eat beyond satiety, leading to increased risk of diet-related diseases. Self-regulation has multiple forms, yet no one has directly measured the degree to which different domains of self-regulation predict overeating in young children. The present study investigated how three domains of self-regulation (i.e., appetitive self-regulation, inhibitory control, and attentional control) predicted eating in the absence of hunger (EAH) in a community sample of 47 preschool-aged children (M age = 4.93, SD = 0.86). Appetitive self-regulation, as measured using a delay of gratification task, was significantly and negatively associated with EAH 1 year later (p < 0.5). Measures of inhibitory and attentional control did not significantly predict EAH. These results suggest that food-related self-regulation may be a better predictor of overeating behaviors than general measures of self-regulation.